1 - 4 of 4
rss atomLink to result list
Permanent link
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
  • Presentation: 2018-09-14 09:15 Gamma, Västerås
    Frasheri, Mirgita
    Mälardalen University, School of Innovation, Design and Engineering.
    Collaborative Adaptive Autonomous Agents2018Licentiate thesis, comprehensive summary (Other academic)
  • Presentation: 2018-09-21 13:15 Kappa, Västerås
    Markovic, Filip
    Mälardalen University, School of Innovation, Design and Engineering, Embedded Systems.
    Improving the Schedulability of Real Time Systems under Fixed Preemption Point Scheduling2018Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    During the past decades of research in Real-Time systems, non-preemptive scheduling and fully preemptive scheduling have been extensively investigated, as well as compared with each other. However, it has been shown that none of the two scheduling paradigms dominates over the other in terms of schedulability. In this context, Limited Preemptive Scheduling (LPS) has emerged as an attractive alternative with respect to, e.g., increasing the overall system schedu- lability, efficiently reducing the blocking by lower priority tasks (compared to non-preemptive scheduling) as well as efficiently controlling the number of preemptions, thus controlling the overall preemption-related delay (compared to fully-preemptive scheduling).

    Several approaches within LPS enable the above mentioned advantages. In our work, we consider the Fixed Preemption Point Scheduling (LP-FPP) as it has been proved to effectively reduce the preemption-related delay compared to other LPS approaches. In particular, LP-FPP facilitates more precise estimation of the preemption-related delays, since the preemption points of a task in LP-FPP are explicitly selected during the design phase, unlike the other LPS approaches where the preemption points are determined at runtime.

    The main goal of the proposed work is to improve the schedulability of real-time systems under the LP-FPP approach. We investigate its use in different domains, such as: single core hard real-time systems, partitioned multi-core systems and real-time systems which can occasionally tolerate deadline misses. We enrich the state of the art for the single core hard real-time systems by proposing a novel cache-related preemption delay analysis, towards reducing the pessimism of the previously proposed methods. In the context of partitioned multi-core scheduling we propose a novel partitioning criterion for the Worst-Fit Decreasing based partitioning, and we also contribute with the comparison of existing partitioning strategies for LP-FPP scheduling. Finally, in the context of real-time systems which can occasionally tolerate deadline misses, we contribute with a probabilistic response time analysis for LP-FPP scheduling and a preemption point selection method for reducing the deadline-misses of the tasks.

    The full text will be freely available from 2018-08-31 13:42
  • Presentation: 2018-09-26 10:00 R2-151, Västerås
    Ester, Catucci
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Att undervisa de yngsta barnen i förskolan2018Licentiate thesis, comprehensive summary (Other academic)
  • Presentation: 2018-09-27 15:15 Delta, Västerås
    Jonsson, Kristina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Socialt lärande - arbetet i fritidshemmet2018Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to contribute with knowledge about the leisure time centre staff’s perspectives on their work, specifically focusing on pupils’ social learning. The interest is directed at the Swedish leisure time centre for the public school’s early years. Two research questions were used to reach the aim. The first question concerns the knowledge and abilities by staff considered important in pupils’ social learning. The second question concerns the staff’s work with promoting these knowledge and abilities. With a standpoint in the staff’s descriptions, focus was to highlight what they consider as important work, as well as how and why the activities are directed the way they are. The study has been conducted as an interview study, with leisure time centre staff participating in group interviews. The theoretical point of departure is Bronfenbrenners bioecological systems theory. Through that the leisure time centre activities can be understood as the interaction of different factors, influencing and controlling the staff’s decisions concerning, both direct and distant.

    This licentiate thesis consists of two publications. The first publication, the anthology chapter Social learning in the leisure time centre: staff perspectives (Jonsson, 2017), answers the question of what knowledge and abilities staff consider important in social learning. The second publication, Promoting social learning in the Swedish leisure time centre (Jonsson & Lillvist, re-submitted) answers the question of how social learning is promoted and why the activities are directed the way they are.

    The results show consistent descriptions of what is considered important in pupils’ social learning.  The pupils’ common and individual security is, by the staff, considered to be the basis of social learning and with that in focus, empathy, communication and responsibility are outpointed as important factors. Responsibility is particularly emphasised and the staff stress the pupils’ ability to take responsibility of their words and actions, which in turn is said to be facilitated by the pupils’ empathic ability. The various factors can thus be regarded as interacting in pupils’ social learning.

    Collaborative activities are stressed as beneficial and the staff see their own indicative role as important. In this the daily dialogue with the pupils is emphasised. However, the structural conditions appear to be partly obstructive. Further appearing is the staff’s perspective of social learning as a topic not needed to be talked about, based on the belief that the everyday practice is grounded on shared values.

    The implications of the study are that social learning needs to be discussed, both in the immediate working group with the support of the principal, as well as at municipal and national level.